Fell Dyke Community Primary School. Year 3 Curriculum Map

Transcription

1 Fell Dyke Community Primary School Year 3 Curriculum Map Theme ideas Educational visits AUTUMN 1 (7 weeks 3 days) AUTUMN 2 (7 SPRING 1 (7 SPRING 2 (6 SUMMER 1 (5 SUMMER 2 (7 Under our Feet Happily Never After Time Travellers Incredible Inventions Dark Times Life s a Peach (volcanos) (Romans) (Anglo Saxons) (geography) Pantomime Trip Segedunum/ Hadrian s Wall Lego/ Apple Durham University- Anglo Saxon Visit communities/cultures Aladdin Sunderland Empire Roman Soldier Workshop workshop visited during half term. Potential Visits: Stowell Street (Chinese Community) Sikh Temple Newcastle (India) Curriculum Experience Literacy Genre Science dome rocks and fossils/ how the Earth was formed (30 th September) Fossils Box of Delight (Discovery Museum) Stories by the Same Author Non chronological Report Drama Workshop into school fairy tales Traditional Tales Alternative Fairy Tales Dialogue and Playscripts (2 Instructions (2 Weeks) Persuasive Letter Writing Persuading soldiers to join the Roman Army. Recount Commentate and write a news report (chronological) on a Roman sport Traditional Tales Fables Aesops Fables Structure- Poetry haiku, tanka and kennings (2 Stories with Familiar Settings/ Take One Book Recount (1 week) Bede s World Recount Invite members of various religious communities into school to talk to pupils. Adventure Stories Poetry (1 week) Poetry Linked to Romans (1 week) Core Text Anthony Browne A Walk in the forest Voices in the park The Tunnel Through the Magic Mirror Non-Fiction books about volcanoes and earthquakes/ rocks and fossils. Traditional Fairy Tales: Brothers Grimm Anthology Cinderella Snow White Sleeping Beauty Peter Pan Jack and the Bean Stalk Aladdin Hansel and Grettel Twisted Fairy tales: Cinderella is so annoying Red Riding Hood is Rotten Jack s Beanstalk Stinks Goldilocks Rocks Romans on the Rampage Avoid being a Roman Soldier David Stewart The Roman Soldiers Handbook (Usbourne) Avoid being a Gladiator - David Stewart Aesop s Fables The Lion the Witch and the Wardrobe C.S.Lewis Beowulf tales James and the Giant Peach Roald Dahl

2 The Wolfs Story Follow up genre Explanations from Y2. Cover as part of Science unit this half term. Reports Write a report about a Fairy tale Character. Persuasive Letter Why recruits from the Iceni Tribe should join the Roman Army. Instructions How to make a Roman Invention. Dialogues and Plays King Arthur acting and stories. Haiku, Tankas and Kennings Anglo- Saxon objects. Report Travel Brochure on one of the countries visited in CC. Maths Science Understanding and investigating with number (3 Developing and applying calculation (2 week) Multiplication and Division (2 Measurement (2 Geometry (2 Statistics (1 week) Understanding and investigating with number (3 Developing and applying calculation (2 week) Multiplication and Division (2 Measurement (2 Geometry (2 Statistics (1 week) Understanding and investigating with number Developing and applying calculation (2 week) Multiplication and Division (2 Measurement (2 Geometry (2 Statistics (1 week) Sc1- Can we plan different types of scientific enquiries to answer questions including recognising and controlling variables where necessary? Can we identify scientific evidence that has been used to support or refute ideas or arguments? Can we take measurements using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings were necessary? Can we use test results to make predictions to set up further comparative and fair tests? Can we record data and results o increasing complexity using scientific diagrams and labels, classification keys, tables and bar and line graphs? Can we report and present findings form enquiries, including conclusions, casual relationships and explanations of and degree of trust in resulting oral and written forms such as displays and other presentations? Rocks What are the main differences in types of rocks? How are rocks formed? How are volcanos formed? How do volcanos work? Where do we find fossils? Compare and group together different rocks based on appearance and simple physical properties Describe in simple terms how fossils are formed when things that have lived are trapped within rock Recognise that soils are made from rocks and organic matter. Look at rocks and fossils formed in the local area. Create volcanoes in the classroom from mentos/coke or bicarbonate of soda links in art/dt. Wormery how worms affect the soil. Classify and group rocks and Plants What are the functions of plants? What do plants need to live? What conditions do plants need to grow healthily? What is the life cycle of a plant? Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, room to grow, temperature) and how vary from plant to plant Investigate the way in which water is transported within plants Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal. At this time of year focus on evergreen plants and plants in the home e.g. poinsettias. Grow a beanstalk in the classroom link to literacy and fairy tales. Forces and Magnets What is a force? How do forces act on objects? What are magnets? How do magnets work? What materials are magnetic? How do forces affect daily life? How can we measure forces? Compare how things move on different surfaces. Notice that some forces need contact between two objects, but magnetic forces can act at a distance. Observe how magnets attract or repel each other and attract some materials and not others. Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet and identify some magnetic materials. Describe magnets as having 2 poles. Predict whether two magnets will attract or repel each other, depending on which way poles are facing. Create Roman Inventions using levers and pulleys. Move Roman carts/soldiers with magnets and forces. Create a Roman Invention to help the army using forces and magnets. Design an invention with magnets. Light How is light formed? What happens when we don t have light? What are the dangers of sunlight? How are shadows formed? Recognise that they need light in order to see things and that dark is the absence of light. Notice that light is reflected from surfaces. Recognise that light from the sun can be dangerous and there are ways to protect eyes. Recognise that shadows are formed when the light from a light source is blocked by a solid object. Find patterns in the way that the sizes of shadows change. Create shadow puppets to retell story of king Arthur. Relate reflective objects to saxon objects e.g. shields, swords, daggers etc. Animals Including Humans What keeps humans and animals healthy and fit? Are all animals the same? What makes things living? Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat Identify that humans and some other animals have skeletons and muscles for support, protection and movement. Link keeping fit and healthy with World Cup/Olympic athletes. Healthy diets with peaches and other fruit.

3 fossils selection from Boxes of Delight (Discovery Museum) On going History skills On going Geography skills Humanities I can describe events and periods using BC, AD, decade, century and ancient I can order key events on a timeline I use my mathematical knowledge to work out how long ago historical events happened I can use my mathematical knowledge to work out how long historical periods lasted I can observe or handle sources of information to answer questions about the past on the basis of simple observations. beginning to evaluate sources of information and identify those that are useful for particular tasks Volcanoes and Earthquakes How and where are volcanoes and earthquakes formed? What effects do they have on people s lives? Can we name some famous earthquakes and eruptions? I can observe or handle sources of information to answer questions about the past on the basis of simple observations. I can acknowledge and beginning to evaluate sources of information and identify those that are useful for particular tasks. I can describe how volcanoes impact on people s lives I can explain how the lives of people living in the Mediterranean are different from my own I can describe how volcanoes are created I can describe how earthquakes are created I can identify the key features of a locality by using a map I can accurately plot North, South, East and West on a map The Origin of Fairy Tales Where do fairy tales originate? How do stories get passed down? How do real life people and events affect fairy tale settings and characters? Who are some famous authors? Where do they come from? What fairy tales originate in our own literary heritage? I can observe or handle sources of information to answer questions about the past on the basis of simple observations. beginning to evaluate sources of information and identify those that are useful for particular tasks. I can name a number of countries in the Northern Hemisphere I can name and locate some well-known European countries weather in different parts of the world, especially Europe (e.g. Norway and Greece) I can identify the key features of a locality by using a map Fact File of Brothers Grimm/ Roman Society, Sport and Leisure What was the role of a Roman soldier? How did Romans have fun? How did Romans keep fit? What were Roman customs and traditions? Why did Roman live vary from our live today? What lasting contributions did the Romans make in Britain? I can suggest why people invaded and settled in Britain I can suggest what effect the invaders and settlers had on Britain I am beginning to compare and contrast the lives of invaders and settlers I am beginning to appreciate why Britain would have been an important country to invade I can observe or handle sources of information to answer questions about the past on the basis of simple observations. beginning to evaluate sources of information and identify those that are useful for particular tasks. weather in different parts of the I can name a number of countries in the Northern Hemisphere I can name and locate some well-known European countries I can name and locate the capital cities of neighbouring European countries Roman Inventions What effect did invaders and settlers have on Britain? Why did the Romans invade Britain? Why was the North East so important to the Romans? I can suggest why people invaded and settled in Britain I can suggest what effect the invaders and settlers had on Britain I am beginning to compare and contrast the lives of invaders and settlers I am beginning to appreciate why Britain would have been an important country to invade I can observe or handle sources of information to answer questions about the past on the basis of simple observations. beginning to evaluate sources of information and identify those that are useful for particular tasks. weather in different parts of the world, especially Europe (e.g. Norway and Greece) Saxon Britain What was life like in Saxon Britain? What effect did invaders and settlers have on Britain? What did the Saxons leave behind? I can suggest why people invaded and settled in Britain I can suggest what effect the invaders and settlers had on Britain I am beginning to compare and contrast the lives of invaders and settlers I am beginning to appreciate why Britain would have been an important country to invade I can observe or handle sources of information to answer questions about the past on the basis of simple observations. beginning to evaluate sources of information and identify those that are useful for particular tasks. weather in different parts of the world, especially Europe (e.g. Norway and Greece) I can confidently describe and locate human features in a Around the World What is it like to travel to a foreign country? Why do people go on holiday? Why do people migrate? Where are popular holiday destinations? What are the customs in other cultures and countries? Why are events like the World Cup/Olympics so important? I can order key events on a timeline weather in different parts of the world, especially Europe (e.g. Norway and Greece) I can explain how the lives of people living in the Mediterranean are different from my own I can locate the Mediterranean and explain why it is a popular destination I can use the correct geographical words to describe a place and the things that happen there I can identify the key features of a locality by using a map I can apply geographical skills to answer a question I am beginning to use four figure grid references I can accurately plot North,

4 I can use maps and atlases appropriately by using contents and indexes I can recognise the eight points of the compass (N, NW, W, S, SW, SE, E and NE) Pompeii San Francisco Hawaii Hans Christian Anderson Map Reading around Northern Europe world, especially Europe (e.g. Norway and Greece) I can confidently describe and locate human features in a locality Life of a Roman Soldier Life of a Galdiator Women and Children in Roman Times Slaves Gods and religion I can confidently describe and locate human features in a locality Roman Inventions Roads Baths Central Heating Democracy Numerals locality Saxon Daily Life Ships Stories (Beowulf) King Arthur South, East and West on a map I can make accurate measurements of distance within 100km I can use maps and atlases appropriately by using contents and indexes I can recognise the eight points of the compass (N, NW, W, S, SW, SE, E and NE) I can name the seven continents, five oceans, countries of the United Kingdom and North, South, East and West RE Expressive Arts and Design Beliefs and practices of Hinduism (8 That Hindus believe in one god whose aspects are expressed in many gods The key features of Divali Some aspects of Hindu worship About the life of a Hindu priest What you would expect to find in a Hindu temple Some elements of what it means to be a Hindu Beliefs and practices of Hinduism (2 Light at Christmas (5 About the symbolism of light in Christianity What a Christingle Service is and will understand the symbolism The meaning and symbolism of Advent The events of Advent On going Art : Knowledge I can link colours to natural and manmade objects I can say how other artists have used colour pattern and shape I can use another artist s work as a starting point for my own work Drawing I can use three different pencils in my drawings (e.g. 4B, 8B and HB) I can use charcoal, pencil and pastels I can create different tones using light and dark I can show patters and texture in my drawings Easter Jesus as Servant and King (6 About the events of Palm Sunday and how different characters responded to this event The story of the Washing of the disciples feet To reflect on Christian ideas about servant hood and Kingship in relation to Jesus To begin to consider their own ideas on serving others The symbolism of different crosses and how they demonstrate Christian convictions about the meaning of the death of Jesus On going DT : Jesus as an Adult About the early life of Jesus To understand the concept of friendship About the 12 disciples and their personal qualities Some of the key Christian beliefs about Jesus That Christians believe that Jesus shows what God is like To identify some symbolic language used to describe Jesus What parable and miracles are The key message of The Good Samaritan through indepth study Jesus as an Adult Local Saint (Bede) About the life of St Bede during Anglo-Saxon times. The role of St. Bede in local Christianity. On going Music Performing I can sing in tune with expression I can control my voice when singing I can play clear notes on instruments Travel around the world with James in the Giant Peach and visit World Cup/Olympic countries. Religions in our Community (7 That there are a diverse range of religions in our local community. To speak about and discuss religious beliefs in our community with members of other faiths. Composing (inc. Notation) I can use different elements in my composition I can create repeated patterns with different instruments I can compose melodies in songs I can create accompaniments for tunes I can combine different sounds to create a specific mood or feeling

5 I can use a viewfinder to focus on a specific part of an object before drawing Sketching I can begin to show my ideas using photographs or sketches I can set out my ideas and add notes in my sketchbook I can note the changes I have made to my work in my sketchbook Appraising I can improve my own work; explain how it has improved I can use musical words (the elements of music) to describe a piece of music and composition I can use musical words to describe what I like and dislike I can recognise the work of at least one famous composer Volcano/ Earhquake and Fossil Art I can mix paint to make all of the secondary colours I can mix and match colours and predict the outcome I can mix my own brown I can make tints by adding white paint I can make tones by adding black paint I can use three different pencils in my drawings (e.g. 4B, 8B and HB) I can use charcoal, pencil and pastels I can create different tones using light and dark I can show patters and texture in my drawings I can use a viewfinder to focus on a specific part of an object before drawing I can use appropriate materials I can make accurate cuts and holes I can join materials together I can use a range of materials to mould and shape I can use finishing techniques Paint an erupting volcano using ranges of colours, show the layers of lava mixing black. Create earthquake art using newspaper cuttings and marker pens. Pastel drawings of landscapes before and after disasters. Papier mache volcanoes. Fairy Tales I can make my own collage I can help with a group collage I can use different types of materials in my collage and explain why I have chosen them I can use repeated pattern in my collage I can edit and improve my picture in a paint program I can take different photographs of myself showing different moods I can change my photographs on the computer I can choose specific ingredients for my product I can use equipment safely I can make sure my product looks attractive I can describe how I combined ingredients together I can grow plants and herbs to use in a food product Create fairytale picture books. Create ebooks. Bake fairy tale themed food. Fairy Tales Roman Art I can make my own collage I can help with a group collage I can use different types of materials in my collage and explain why I have chosen them I can use repeated pattern in my collage I can create different tones using light and dark I can show patters and texture in my drawings I can use a viewfinder to focus on a specific part of an object before drawing I can make a clay pot I can add line and shape to my work I can choose specific ingredients for my product I can use equipment safely I can make sure my product looks attractive I can describe how I combined ingredients together I can grow plants and herbs to use in a food product I can use appropriate materials I can make accurate cuts and holes I can join materials together I can use a range of materials to mould and shape I can use finishing techniques Roman pottery and vases with clay. Roman shields and swords using papier mache. Paint classical artwork depicting roman life. Create a Roman diet for a soldier/gladiator. Romans Anglo Saxon Art I can use three different pencils in my drawings (e.g. 4B, 8B and HB) I can use charcoal, pencil and pastels I can create different tones using light and dark I can show patters and texture in my drawings I can use a viewfinder to focus on a specific part of an object before drawing I can make a clay pot I can add line and shape to my work I can join textiles together in a range of different ways I can choose textiles for their appearance and their qualities Create Saxon objects using malleable material. Saxon woodcarvings. Saxon shields and swords. Create a Saxon house/village. Natural art work. Create Saxon clothing / weaving patterns. Saxons Henri Mattisse Paintings from different cultures and around the world. I can join fabric together using glue I can sew fabrics together I can create part of a class patchwork I can create a print using pressing, rolling, rubbing and stamping I can create a print like a designer I can select appropriate tools and techniques I can make a product which uses electrical and mechanical components I can use a simple circuit I can use a number of components in my circuit Create a new machine for James and his friends to fly around the word. Create lanterns and flags to celebrate world cup/ Olympics. Around the World Natural Disasters

6 Physical Education Dance Oliver Jeffers The Way Back Home. Gymnastics Games - Tennis Focus Outdoor and Adventurous Games - Football Focus Athletics Computing Bringing Images to Life Crate simple animations of volcanoes and earthquakes erupting. Animate fairy tales using puppets. Outcome: Create an animated story depicting a fairy tale. Developing Communication Outcome: Send and receive s and be able to safely navigate the internet and software. Keeping Informed Outcome: Create a healthy eating database that can be used to effectively sort information. Online and E-Safety PHSE SEAL To understand the school s esafety rules and to know what to do in the event of an incident at home or school. New Beginning & Aiming High Sustainability- Pollution Friendship & Diversity (Anti-bullying) (Seals Going for Goals & New Beginning) To be aware that many online games include chat facilities; to use these with care, protect their identity and only talk to those they know from home or school. Getting on and Falling Out - Relationships Road Safety (School scheme of work) Use appropriate file-naming conventions and understandable folder structure to save, organise and retrieve their work. Citizenship Project Fundraise for a selected charity/ good cause related to children s interests. SRE Naming body parts biological names Keeping safe/ appropriate relationships.